Agnes Bosanquet
Biographic Data
| ID | 237666 |
|---|---|
| NAME | Agnes Bosanquet |
| GIVEN NAMES | Agnes |
| FAMILY NAME | Bosanquet |
| SIGNATURE | BOSANQUET A |
| AFFILIATIONS | Macquarie University |
| ORCID | 0000-0003-2563-6120 |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 16 |
| AUTHOR COUNT | 9 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1970 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 2 |
Reflecting on reflective practice
Reflection is a foundational concept and practice across the higher education sector, recognised for its role in supporting student learning and professional development. This comment paper frames our conceptualisation of reflective practice with a definition and declares its underpinning assumptions. Our review of reflective practice through the pages of HERD reveals studies contributing new knowledge about the levels and assessment of reflectio…
Rev. of Career Narratives and Academic Womanhood
Tracing the feminist contribution of Herd over 40 years
What has been the contribution of Higher Education Research & Development (HERD) to feminist scholarship? This analysis utilises Acker and Wagner’s definition of feminist scholarship as having the following characteristics: puts women and gender at the centre of analysis, deconstructs unequal power relations, works toward improving women’s lives, values participant voices, emphasises care and collectivity, and acknowledges researcher positionalit…
Details Optional
In Giving an Account of Oneself, Judith Butler shows that the question ‘What have I done?’ can only be answered by first asking: ‘Who is this “I” who is under an obligation to give an account of itself and to act in certain ways?’ This article explores this ‘I’. It writes between the lines of my academic promotion application and reveals how I made myself ‘substitutable’ for an Associate Professor. On the academic promotion application form at my…
Deferred time in the neoliberal university
In the neoliberal university, how do doctoral candidates (PhDs) and early career academics (ECAs) experience time? This analysis brings together two qualitative studies in Australian universities: interviews with 64 PhD candidates, and a survey of 522 ECAs on teaching and research experience, and identity and career development. The data is analysed using Ylijoki and Mäntylä’s (2003. “Conflicting Time Perspectives in Academic Work.” Time & Societ…
Homeliness meant having the fucking vacuum cleaner out’
This article extends examinations of the gendered nature of care and service in academia, with a particular focus on the labour of maintaining conference communities. Utilising empirical data from a cultural history of the International Academic Identities Conference, we draw on interviews with 32 conference organisers, keynote speakers and participants to explore the gendered dynamics of reproducing conference communities. While some participant…
Redefining ‘early career’ in academia
‘Early career’ in academia is typically defined in terms of research capability in the five years following PhD completion, with career progression from post-doctoral appointment to tenure, promotion and beyond. This ideal path assumes steady employment and continuous research development. With academic work increasingly casualised, experiences of ‘early career’ are changing and definitions in use by institutions and research bodies do not reflec…
The curriculum? That's just a unit outline, isn't it
The term curriculum is familiar in school education, but more ambiguous in its usage in a higher education context. Although it is frequently used in academic staff discussions, policy and planning documents, and to describe advisory bodies, its usage is inconsistent and multifarious. This article reports a phenomenographic study of the ways in which academics conceive of the curriculum in higher education. It examines the variation in perception…
Brave New Worlds, Capabilities and the Graduates of Tomorrow
In 'What is Enlightenment?' Foucault poses the question: 'How can the growth of capabilities be disconnected from the intensification of power relations?' This article revisits that question by raising critical questions about graduate capabilities. Its aim is to reflect, and to prompt reflection, on the complexities of the definition, implementation and evaluation of capabilities-based curriculum in the discipline of cultural studies and in the …
The curriculum? That's just a unit outline, isn't it
The term curriculum is familiar in school education, but more ambiguous in its usage in a higher education context. Although it is frequently used in academic staff discussions, policy and planning documents, and to describe advisory bodies, its usage is inconsistent and multifarious. This article reports a phenomenographic study of the ways in which academics conceive of the curriculum in higher education. It examines the variation in perception…
Homeliness meant having the fucking vacuum cleaner out’
This article extends examinations of the gendered nature of care and service in academia, with a particular focus on the labour of maintaining conference communities. Utilising empirical data from a cultural history of the International Academic Identities Conference, we draw on interviews with 32 conference organisers, keynote speakers and participants to explore the gendered dynamics of reproducing conference communities. While some participant…
Details Optional
In Giving an Account of Oneself, Judith Butler shows that the question ‘What have I done?’ can only be answered by first asking: ‘Who is this “I” who is under an obligation to give an account of itself and to act in certain ways?’ This article explores this ‘I’. It writes between the lines of my academic promotion application and reveals how I made myself ‘substitutable’ for an Associate Professor. On the academic promotion application form at my…
Brave New Worlds, Capabilities and the Graduates of Tomorrow
In 'What is Enlightenment?' Foucault poses the question: 'How can the growth of capabilities be disconnected from the intensification of power relations?' This article revisits that question by raising critical questions about graduate capabilities. Its aim is to reflect, and to prompt reflection, on the complexities of the definition, implementation and evaluation of capabilities-based curriculum in the discipline of cultural studies and in the …
The curriculum? That's just a unit outline, isn't it
The term curriculum is familiar in school education, but more ambiguous in its usage in a higher education context. Although it is frequently used in academic staff discussions, policy and planning documents, and to describe advisory bodies, its usage is inconsistent and multifarious. This article reports a phenomenographic study of the ways in which academics conceive of the curriculum in higher education. It examines the variation in perception…
Redefining ‘early career’ in academia
‘Early career’ in academia is typically defined in terms of research capability in the five years following PhD completion, with career progression from post-doctoral appointment to tenure, promotion and beyond. This ideal path assumes steady employment and continuous research development. With academic work increasingly casualised, experiences of ‘early career’ are changing and definitions in use by institutions and research bodies do not reflec…
Homeliness meant having the fucking vacuum cleaner out’
This article extends examinations of the gendered nature of care and service in academia, with a particular focus on the labour of maintaining conference communities. Utilising empirical data from a cultural history of the International Academic Identities Conference, we draw on interviews with 32 conference organisers, keynote speakers and participants to explore the gendered dynamics of reproducing conference communities. While some participant…
Deferred time in the neoliberal university
In the neoliberal university, how do doctoral candidates (PhDs) and early career academics (ECAs) experience time? This analysis brings together two qualitative studies in Australian universities: interviews with 64 PhD candidates, and a survey of 522 ECAs on teaching and research experience, and identity and career development. The data is analysed using Ylijoki and Mäntylä’s (2003. “Conflicting Time Perspectives in Academic Work.” Time & Societ…
Details Optional
In Giving an Account of Oneself, Judith Butler shows that the question ‘What have I done?’ can only be answered by first asking: ‘Who is this “I” who is under an obligation to give an account of itself and to act in certain ways?’ This article explores this ‘I’. It writes between the lines of my academic promotion application and reveals how I made myself ‘substitutable’ for an Associate Professor. On the academic promotion application form at my…
Tracing the feminist contribution of Herd over 40 years
What has been the contribution of Higher Education Research & Development (HERD) to feminist scholarship? This analysis utilises Acker and Wagner’s definition of feminist scholarship as having the following characteristics: puts women and gender at the centre of analysis, deconstructs unequal power relations, works toward improving women’s lives, values participant voices, emphasises care and collectivity, and acknowledges researcher positionalit…
Rev. of Career Narratives and Academic Womanhood
Reflecting on reflective practice
Reflection is a foundational concept and practice across the higher education sector, recognised for its role in supporting student learning and professional development. This comment paper frames our conceptualisation of reflective practice with a definition and declares its underpinning assumptions. Our review of reflective practice through the pages of HERD reveals studies contributing new knowledge about the levels and assessment of reflectio…
Political science (8 works) · Sociology (8 works) · Higher education (6 works) · Pedagogy (6 works) · Law (5 works) · Psychology (5 works) · Engineering (4 works) · Gender Diversity and Inequality (3 works) · Gender Studies (3 works) · Law (3 works)